Increasing native English vocabulary recognition through Spanish immersion: Cognate transfer from foreign to first language.

Cunningham, Thomas H.; Graham, C. Ray

doi:10.1037/0022-0663.92.1.37

Cited by 79 publications

(35 citation statements)

References 27 publications

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“…Although it is uncertain based on all available evidence whether language of instruction makes much difference in educational achievement (Rossell & Baker, 1996), there is some evidence that it might (Carlisle & Beeman, 2000;Greene, 1997). A related direction is that exposure to a second language can have positive implications for literacy development in the first language, for example, increasing vocabulary knowledge (Cunningham & Graham, 2000).…”

Section: Language Of Instructionmentioning

confidence: 99%

Effective Beginning Reading Instruction

Pressley

2002

Journal of Literacy Research

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I argue that the National Reading Panel was too narrow in its presentation of scientifically-valid reading instructional research. Although the findings summarized by the Panel were valid, they were but a sampling of the many instructional practices that enjoy scientific support, most emphatically, in experiments and quasi-experiments (i.e., in the types of studies favored by the Panel). A sampler of practices that enjoy support but were ignored by the Panel is presented, as is discussion of qualitative research that was out of bounds because of the methodological strictures of the Panel. I conclude that most of the cutting edge of the scientific study of reading is entirely missing from the Panel's report, which emphasized findings massively supported by data, findings that are generally accepted by the scientific community concerned with reading instruction.

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Section: Language Of Instructionmentioning

confidence: 99%

Effective Beginning Reading Instruction

Pressley

2002

Journal of Literacy Research

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“…One example of interference is when pronunciation or vocabulary knowledge from a previous language interferes with new pronounciation (see Cheng & Zhang, 2015, for a recent discussion and investigation). An example of positive transfer is when learning a foreign language's vocabulary supports a deeper understanding of one's native language vocabulary (e.g., Cunningham & Graham, 2000); this principle extends to the development of reading skills (Gebauer, Zaunbauer, & Möller, 2013) in both directions, but strongest from foreign to native language reading fluency and comprehension. Gebauer and colleagues (2013) concluded that the salient transfer from foreign to native language skills were a confirmation of Cummins (1981Cummins ( , 1984 interdependence hypothesis.…”

Section: Japanese Education and Language Learningmentioning

confidence: 99%

One more reason to learn a new language: Testing academic self-efficacy transfer at junior high school

Fryer

Oga-Baldwin²

2017

FLR

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“…lexical borrowing, semantic extension and narrowing (Pavlenko, 2003), collocations (Laufer, 2003), lexicalization patterns (Brown and Gullberg, 2010), voice onset time (Flege, 1987), intonation (Mennen, 2004), tense and aspect (Pavlenko, 2003), subcategorization frames (Jarvis, 2003), voice (Balcom, 2003), syntactic processing, (Su, 2001;Cook et al, 2003), requesting, (Cenoz, 2003;Su, 2010), back channeling (Heinz, 2003), reading (Yelland, 1993), writing (Kecskes and Papp, 2000;Chen, 2006), word recognition (Cunningham and Graham, 2000), co-speech gesture frequency (Pika et al, 2006), co-speech gesture viewpoint (Brown, 2008), information distribution across the modalities of speech and gesture (Brown and Gullberg, 2008), and non-linguistic categorization of number (Athanasopoulos, 2006), color (Athanasopoulos et al, 2004), and shape (Cook et al, 2006). …”

Section: Multicompetence and Variation In Native Language Productionmentioning

confidence: 99%

Multicompetence and native speaker variation in clausal packaging in Japanese

Brown

Gullberg

2012

Second Language Research

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Native speakers show systematic variation in a range of linguistic domains as a function of a variety of sociolinguistic variables. This paper addresses native language variation in the context of multicompetence, i.e. knowledge of two languages in one mind (Cook, 1991). Descriptions of motion were elicited from functionally monolingual and nonmonolingual speakers of Japanese, with analyses focusing on clausal packaging of Manner and Path. Results revealed that (1) acquisition of a second language (L2) appears to affect how speakers distribute information about motion in and across clauses in their first language (L1); (2) these effects can be seen with rather less knowledge of a second language than the advanced bilingual proficiency level typically studied; and (3) there appears to be little effect of L2 immersion in this domain since Japanese users of English as a second language (ESL) did not differ from Japanese users of English as a foreign 2 language (EFL). We discuss the findings with respect to characterizations of emerging multicompetent grammars, and to implications for the construct of 'the native speaker', for language pedagogy and language assessment.

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Increasing native English vocabulary recognition through Spanish immersion: Cognate transfer from foreign to first language.

Cited by 79 publications

References 27 publications

Effective Beginning Reading Instruction

Effective Beginning Reading Instruction

One more reason to learn a new language: Testing academic self-efficacy transfer at junior high school

Multicompetence and native speaker variation in clausal packaging in Japanese

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